Greek Column Sculptures

Submitted by: Kevan Nitzberg, Anoka High School, Anoka, Minnesota.
UNIT: Greek Architecture - Sculpture - Ceramics
Lesson: Greek Columns
Grade Level: High School (adaptable to middle school) - AP Art History

 

Lesson Description:

As part of the studying of ancient Greek art forms, the AP Art History Class worked on fashioning Greek columns out of mid fire white clay. Students could select to work on a Doric, Ionic, Corinthian, or Caryatid style column, with variations on each theme being allowed.

 

Lesson Objective:

Provide students with a strategy to better learn about the various attributes of Greek column design, in addition to providing them with valuable hands on art making skill development.

 

Materials:

White Sculpture Raku Clay (or other firing clay), Slip dishes, Canvas Rolls, guide sticks. Rolling Pins, tubes (Pringles cans will work), newspaper, Masking Tape, plastic bags, Clay Modeling Tools, Glazes, Underglazes, Stains, Brushes.

 

                  

 

Click on the images for full size.

 

Students will:

• Apply knowledge learned to construct a ceramic column

• Utilize skills in ceramic slab construction and various decorating techniques

• Critique works of art

Books

Greek Art and Archaeology - This book covers 3,000 years of Greek history with nearly 400 illustrations and an authoritative text that centers on material culture, especially pottery, statuary, and architecture.

Ancient Greece: Art, Architecture, and History - With more than three hundred illustrations, this book will serve as an attractive guide for students, travelers, and all those interested in ancient Greek civilization.

 

Procedure:

1. Look at examples of ancient Greek columns and discuss their distinctive characteristics
   a - Primary source of information used: Gardiner's 12th edition of Art Through The Ages
   b - Additional resources used: online art history sites primarily found through searching Google
   c - Retention of images facilitated through saving images and links to internet using Art Collector in ArtsConnectEd (http://www.artsconnected.org) as part of a course long art history journal

2. Selection of particular style

3. Preparation of form for creating columns: plastic cylinders used (tubes used were from inside of paper rolls donated from a paper warehouse).
   a - Tubes came in different sizes (circumference) - students were able to select size of choice
   b - Paper was masking taped to the outside of tubes to provide a release mechanism by which to free the leather-hard clay column - important: do not tape the paper to the tube - only tape the paper to itself

4. After wedging clay, slabs were rolled out (approximately 3/4" (2 cm) thick, 18" high x14" wide- (46 x 36 cm)

5. Rolled out slabs were applied to paper covered columns - more clay was added as needed

6. Once the clay was hard enough, the cylinder was removed from the column's core - sometimes this meant grabbing the plastic cylinder with a pair of grips / pliers and tugging until it came loose

7. The paper that was left on the inside of the clay was removed (any traces of paper left will burn off in Kiln)

8. The ends of the column were wrapped and moistened so that they could still be worked on

9. An additional slab was created to act as the top of the capital of the column
   a - The clay covered plastic tube was placed over the final slab and a circle was drawn on the clay slab
   b - The column was removed and a hole was cut in the top of the slab

10. The column was reconnected to the 'capital' slab and the circle that had been removed was affixed to the bottom of the column (now on top). Bottom was closed with the circle - the top was left open (making them functional vessels as well as sculptural forms).

11. Any ornamentation / carving that was to be done using the clay was done with the columns in the upside down position to decrease the chance of warping the capital

12. Once the structure was complete, the clay was allowed to thoroughly dry and then was fired (Cone 04 at slow speed) - students using underglazes applied them prior to the first firing

13. Finishing Treatments: Final surface treatment included (but were not limited to), glaze, stain, paint, and clear enamel spray.

14. Class Critique - evaluate the student art - compare and contrast with Greek architecture - describe influences.

Assessment: Rubric

Level 4:

* Comprehensive understanding of selected architectural style is exhibited in the designing of the column (Doric, Ionic, Corinthian, Caryatid)
* Masterful construction of column evidenced through skill displayed in working with the clay (shaping, carving, adherence of pieces, etc.)
* Excellent execution and selection of finishing techniques incorporated in the completion of the column (glaze, stain, paint, etc.)
* Outstanding overall quality of work achieved both in terms of level of craftsmanship and application of aesthetic principles

Level 3:

* A clear understanding of selected architectural style exhibited in the designing of the column (Doric, Ionic, Corinthian, Caryatid)
* Good understanding of how to work with clay is evident in the construction of the column
(shaping, carving, adherence of pieces, etc.)
* Thoughtful application and selection of finishing techniques employed in the completion of the column (glaze, stain, paint, etc.)
* Very good overall quality of work achieved both in terms of level of craftsmanship and application of aesthetic principles

Level 2:

* Adherence to a specific architectural style is apparent in the designing of the column (Doric, Ionic, Corinthian, Caryatid)
* Some understanding of how to work with clay as a medium is exhibited in the construction of the column (shaping, carving, adherence of pieces, etc.)
* Choice of the finishing techniques employed in the creation of the column appears to have received some consideration (glaze, stain, paint, etc.)
* An acceptable level of quality is achieved in both or either the level of craftsmanship and / or the application of aesthetic principles

Level 1:

* Very limited understanding of a particular architectural style is incorporated in the designing of the column (Doric, Ionic, Corinthian, Caryatid)
* Little understanding of the construction techniques needed for successfully working with clay are shown in the work (shaping, carving, adherence of pieces, etc.)
* Selection of finishing techniques employed in the creation of the column seem to be haphazard and have little regard for a desired effect (glaze, stain, paint, etc.)
* Poor level of quality is achieved in both or either the level of craftsmanship and / or the application of aesthetic principles

 

National Standards:

 

1. Understanding and applying media, techniques, and processes	2. Using knowledge of structures and functions	3. Choosing and evaluating a range of subject matter, symbols, and ideas	4. Understanding the visual arts in relation to history and cultures	5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks	Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art	Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture	Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art	Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use	Students evaluate the effectiveness of artworks in terms of organizational structures and functions	Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
	Students create artworks that use organizational principles and functions to solve specific visual arts problems